Teaching Philosophy

Sometimes when I think about composition classes, I’m reminded of those ridiculous algebra problems I used to have to solve in high school: “A train leaves Cleveland traveling at 60 miles per hour…” My most common response to those scenarios was always twofold; first, “huh!” quickly followed by, “Who gives a ... bleep?” And though I’ve certainly never had this reaction walking into a composition classroom, I fear that many students have. Sometimes, the numbers – or should I say words – just don’t add up. Sometimes, assignments can appear to have no “real-world” value. And sometimes the whole thing is just a giant train wreck.

To alleviate this situation, I believe that the most important thing that a composition teacher can do is show her students how composition, as it is presented in the classroom, can relate to writing in the “real world.” Some students are unable to see the connection between the writing they do in their composition classes and the other kinds of writing they do: writing in other, non-English classes, writing in the workplace, and writing for personal communications. I believe that providing students with specific rhetorical situations in which they can write their essays will help them see how classroom writing can apply to their day-to-day lives.

In the past, I have used the rhetorical square model (see Figure 1) to teach my students how to write within a specified rhetorical situation. By demanding that they explore their own ethos and intent, as well as the needs of the audience and situation, students learn to effectively communicate a message to an audience, much as they would be required to do in other types of business-oriented communications. Whether it is this model or another similar rhetorical model, I believe that providing some kind of real-world application is imperative in helping students become more effective writers.

Figure 1 (as seen in my “Top 3” blog post)


Beyond just preparing my students to write for a variety of situations, however, I believe that the composition teacher’s job is also to prepare students to think critically about a variety of topics. While teaching “critical thinking” as a curriculum is beyond my approach in the classroom, I bring critical thinking to my students through several methods. First, forcing students to take responsibility for their own writing and learning is a good way to help them think critically about their writing. This can be achieved by asking thoughtful questions to help the student see logical and formal flaws in essays. Another approach is to provide thorough, thought-provoking written feedback for assignments. For example, rather than just pointing to grammar and spelling errors in an analytic essay, an instructor could also ask the student questions to help him/her think about the issues at stake in that particular piece of writing. In thinking about the issue rather than just the essay, I believe the student will gain a better understanding of how to approach the written expression of that topic.

My final thought on teaching composition involves two ideas that, at first glance, don’t seem to be related. The composition teacher should be responsible for (1) creating a classroom writing environment that provides students a forum for self-expression, and (2) teaching grammar and standard conventions as essentials for effective communication. In other words, I believe that students should be allowed to express their own ideas and beliefs to their audience, but they also need to learn proper grammar and conventions. Obtaining these skills will enable students to communicate more effectively with their chosen audience. This relationship between expressionism and formalism proves that the two do not necessarily have to stand at opposite ends of the spectrum.

If I, as a composition instructor, can take these ideas into the classroom, I believe that an effective classroom environment will be the result. Providing students with real-world rhetorical situations, asking them to think critically about content, and equipping them with the tools (i.e. proper grammar and spelling) to write effectively will help them become stronger writers, and make me a better instructor.